Transcript Aquatic Animal Health Programmes: Their Benefits for Global Food Security Panama City, Panama June 28-30, 2011 W.

Aquatic Animal Health Programmes:
Their Benefits for Global Food Security
Panama City, Panama
June 28-30, 2011
W. Ron DeHaven DVM, MBA
CEO, American Veterinary Medical Association
Chair, OIE ad hoc Group on Veterinary Education
• Imperatives
• Requirements
• OIE Education Initiatives
• Education Resources: What’s Available: Now & Future
Aquatic Animal Health
Is Imperative to
Enhance Global Food Security
“… predictions are that by 2050 half the animal protein
consumed by people will come from aquaculture.”
Barry O’Neil, President OIE – May 24, 2009
• By 2050:
◦ 100% more food production
needed
• Global shift in
import/export
• Increased risk & impact
from disease
Aquaculture & Harvest
Fisheries
All Animal Industries
Protein Production
Beef/Veal
57MMT
(16%)
Poultry
59MMT
(16%)
Lamb/Mutton
8MMT (2%)
Pork 90MMT
(26%)
Other Animal
Protein
25MMT (7%)
Farmed
Fisheries
63MMT
(17%)
Harvest
Fisheries
59MMT
(19%)
2010 Global Animal Protein Production
Data – FAO & Other Sources
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Direct Losses from Aquatic Animal Diseases
Thailand
China
India
Thailand
Ecuador
Global loss
1983-93
1993
1994
1996
1999
1997
Shrimp Diseases – Americas
WSSV
1999
TSV
1991-92
YHV
1992
IHHNV
1981
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US $100M
US $400M
US $17.6M
US $600M
US $280M
US $300M
US $ >1B
US $ 1-2B
US $ 0.1-0.5B
US $ 0.5-1.0B
Basic Requirements to
Assure Aquatic Animal Health
on a National and Global Level
• Veterinary & Competent Authority Infrastructure
• Voluntary and/or regulatory biosecurity programs
(disease prevention, control, & eradication)
• Support services
◦ Epidemiology, surveillance, diagnostics, reporting, response
plans, etc.
• Increased number of WELL-EDUCATED AND TRAINED:
◦ government veterinarians
◦ accredited private veterinarians
◦ veterinary paraprofessionals
OIE Initiatives
Related to Delivery of
National Veterinary Services
• OIE has developed PVS tool to evaluate a country’s
National Veterinary Service
• References initial and ongoing education as criteria
that can be “practically applied to the evaluation of
Veterinary Services”
• OIE now has separate PVS tool for evaluation of
aquatic animal heal services
• Established following OIE Global Conference
“Evolving Education for a Safer World”
12-14 October 2009
• AHG Charge is multifold, but focused on defining
minimum competencies for delivery of national
veterinary services
• Each of the 5 OIE regions represented on AHG
• Develop Day 1 Competencies that new veterinary
graduates need to have to fulfil National Veterinary
Services tasks as defined by the OIE
• Charge is NOT to:
◦ Define accreditation standards
◦ Prescribe a specific curriculum
◦ Accredit veterinary medical educational programs or
institutions
•
Only some veterinarians will focus careers on delivery of
National Veterinary Services, BUT
•
All veterinarians are responsible for promoting animal health
& welfare and veterinary public health, AND
•
Many veterinarians perform work for National Veterinary
Services, thus the NEED FOR
•
Development of minimum competencies relative to delivery
of entry-level national veterinary services
“Minimum Competencies Expected of Day-1
Veterinary Graduates to Assure Delivery of
High-Quality National Veterinary Services”
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Developed during 2 in-person meetings - June & Dec 2010
Background provided by all AHG members and OIE
OIE Members provided opportunity to comment on drafts
Terrestrial Code Commission reviewed
• Sept 2010
• Jan 2011
• Introduced at 79th OIE General Session
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• Skills - ability to perform specific tasks
• Knowledge - cognitive abilities, meaning mental
skills
• Attitude - affective abilities, meaning feelings and
emotions
• Aptitude - a student’s natural ability, talent, or
capacity for learning
• General
• Specific
• Advanced
• Basic and clinical veterinary sciences
fundamental to the entirety of the curriculum not just to delivery of national veterinary
services
• Only those general competencies specifically
relevant to national veterinary services are more
precisely defined by the ad hoc Group
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Basic Veterinary Sciences
Clinical Veterinary Sciences
Animal Production
Food Hygiene and Safety
Animal Welfare
• Directly relate to critical competencies found in OIE
Terrestrial Code
• Each specific competency is defined by the AHG,
and learning objectives for the entry-level
veterinarian are provided
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Zoonoses (including food-borne diseases)
Transboundary animal diseases
Emerging and re-emerging diseases
Regulation of animal welfare
Veterinary products
Epidemiology
Disease prevention and control programs
General certification procedures
Veterinary legislation and ethics
Communication skills
• Instruction introduced during professional
curriculum
• Expertise better obtained through postgraduate
education & “on-the-job” training
• Primary learning objective for each advanced
competency focuses on the new veterinary graduate
having a general awareness of - and appreciation for
- each competency
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Organization of veterinary services
Inspection and certification procedures
Application of risk analysis
Research
International trade framework
Administration and management
May 22-27, 2011
•
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Minimum Competencies draft introduced (not adopted)
Adoption of language in Article 3.2.14, paragraph vi, of
Terrestrial Code:
 “Curriculum addressing the minimum competencies of day 1
graduates to assure the delivery of quality Veterinary Services as
described in the relevant chapters of the Code”
•
Resolution adopted supporting:
 The work of the ad hoc Group
 Continued and enhanced assessment of veterinary education
within the context of the PVS tool
•
Recommendation that AHG also address Aquatic Veterinary
Education
Next meeting of AHG (August 2-4, 2011)
• Review Member comments and refine “Minimum Competencies”
document
• Develop recommendations regarding CE & “on-the-job” training
Code Commission (September 2011)
• Review report & recommendations
Additional AHG meetings and Code Commission reviews
• As needed, late 2011 into early 2012
80th OIE General Session (May 2012 )
• Potential adoption of final Minimum Competencies & Postgraduate
Training recommendations, likely as a separate guidance document
referred to in Codes
Consideration of Aquatic Veterinary Education
• Veterinary medical and paraprofessional curricula
• Continuing education & professional development
• Self-study & “on-the-job” experience
Need to:
• Accommodate different workforce & geographical
needs
• Set clear learning objectives
• Develop evaluation systems
Initiative to Certify
Day-One Competency in
Aquatic Veterinary Medicine
Cert-AqVP: developing knowledge, skills, education, and
assessment requirements for:
• Anatomy and physiology unique to aquatic animals
• Environmental evaluation affecting aquatic animal health
• Industry structure and function, including commercial &
natural resource aquaculture and ornamental and public
aquaria
• Pathobiology and epidemiology of important aquatic
animal diseases
Cert-AqVP: developing knowledge, skills, education, and
assessment requirements for:
• Veterinary clinical diagnostic techniques and
technologies for assessing important aquatic animal
diseases
• Appropriate use of therapeutic and biologic agents for
preventing, controlling and treating aquatic animal
diseases.
• Public health, zoonotic diseases and seafood safety
aspects relevant to aquatic veterinary medicine.
• International, federal, state/provincial and local
legislation, regulations and standards affecting the
practice of aquatic veterinary medicine.
Examples of
Continuing Education and
Advanced Competency Training &
Assessment Programs
• Supplement
government
regulatory activities &
workforce
• Support OIE PVS
• Support OIE
Education initiatives
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Implemented through the National Aquatic Animal Health
Plan & incorporated into regulations
Select aquatic veterinary modules:
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Disease Prevention and Biosecurity in Aquaculture –
going live September 1, 2011
Regulations and Health Certifications for Aquaculture –
going live March 1, 2012
Aquatic Animal Diseases and Related Regulatory
Activities – going live September 1, 2012
Will be available to other countries
•
www.aphis.usda.gov/animal_health/vet_accreditation/
Implemented through the National Aquatic Animal Health
Program & incorporated into regulations
• 5 National Training Initiatives for veterinary inspectors and
inspection staff conducting regulatory activities
• “National Aquatic Animal Health Species and Disease
Guide” handbook
• Used for training government personnel & accredited
veterinarians under existing Accredited Veterinary
Program
• Used for domestic movements and international activities
(import and export) where accepted
• www.dfo-mpo.gc.ca/aquaculture/health-sante-eng.htm
 www.daff.gov.au/animal-plant-health/aquatic/aquaplan
 www.animalhealthaustralia.com.au
Supporting Resources for
Education in Advanced Competencies
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Free online global
directory to aquatic
veterinarians &
laboratories
Provides e-News on
disease outbreaks,
training available, &
other issues

Potential for future utilization of OIE missions &
collaborating centers to expand training
opportunities
◦ CC: Information on Aquatic Animal Diseases (UK)
◦ CC: Epidemiology and Risk Assessment of Aquatic
Animal Diseases (Canada)
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Acknowledgements
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OIE ad hoc Group on Veterinary education
OIE Director General & Staff
Janet Whaley (USDA-APHIS, Aquaculture)
Joanne Constantine (CFIA, Aquatic Health Division)
David Scarfe (AVMA Staff)
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